Abstract
Tracking is a long-standing practice in schools. Students are often placed in tracks beginning in upper elementary or middle school. The tracks in which students are placed in earlier grades set them up for the mathematics courses they are able to take in high school. The number of mathematics tracks for students can differ from school to school, but the policy of having mathematics tracks is common throughout schools in the United States. This policy brief will discuss the arguments for and against mathematics tracking policies, implications for educators and policymakers, and future directions.
Recommended Citation
Donham, Melissa P.
(2022)
"Mathematics Tracking: Policy Brief,"
Journal of Multicultural Affairs: Vol. 7:
Iss.
3, Article 6.
Available at:
https://scholarworks.sfasu.edu/jma/vol7/iss3/6
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